Lesson Plan for

Implementing NETS•S
Teacher(s)
Name Monica Gassman

Position Instructional Technology & Innovation Coach

School/District Woodward Mill Elementary School, Gwinnett County Public Schools

Grade Level(s) 5th Grade

Content Area Science

Time line 4-5 days

GCPS Content Standards:

5SC.C.6a: Develop a model that illustrates how animals are sorted into groups (i.e., vertebrate and invertebrate)
and how vertebrates are further sorted into groups (i.e., fish, amphibians, reptile, bird, and mammal) using data
from multiple sources (GSE S5L1a)

NETS*S Standards:
I. Creativity& Innovation: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.
II. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c. Evaluate and select information sources and digital tools based on appropriateness to
specific tasks.
d. Process data and report results.
III. Technology Operations and Concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.

ISTE Standards for Students:

I. 1.1 Empowered Learner: Students leverage technology to take an active roles in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
a. 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies, and are able to transfer their
knowledge to explore emerging technologies.
II. 1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts, and make meaningful learning experiences for
themselves and others.

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 a. 1.3.a Students pland and employ effective research strategies to locate information and other
resources for the intellectual or creative pursuits.
b. 1.3.c Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
III. 1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their
goals.
a. 1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
b. 1.6.b Students create original works or responsibly repurpose or remix digital resources into new
creations.
c. 1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety
of digital objects such as visualizations, models, or simulations.

Overview

Day 1-2: Students will begin by reviewing how to classify/group animals by their characteristics, such as vertebrate
or invertebrate, habitat, features, etc. Students will break into small groups. One student from the group will choose
an animal card from the pile and not show the card to the others in their group. Students in the group will ask up to
20 yes or no questions to determine what animal the student is holding (ex. Is the animal a mammal? Does the
animal lay eggs?). Students will try to name the animal correctly using the fewest questions possible. After the
students have named the animal correctly, another student will draw a card from the pile and the game continues.

After each member of the group has had an opportunity to draw a card from the pile, the group will create a
concept map using the animals they guessed. Students will have the option to use either Lucidchart or MindMeister
to create their group concept map. The teacher will provide links to the digital tools and YouTube help videos on
the teacher eCLASS (LMS) page. All concept maps will be downloaded and added to a class discussion board to
be shared. (This activity could require a 2nd day depending on how efficient students are with Lucidchart or
MindMeister.)

Day 3: Students will review the concept maps posted to the discussion boards for accuracy. Students will evaluate
a minimum of 2 concept maps using the rubric provided by the teacher (same rubric teacher will use to evaluate
charts). Students will post a reply to 2 concept maps providing constructive feedback and asking questions as
needed for clarification.

Day 4: Students will be given a passage about dolphins or bats to read. Based on evidence from the text, students
will need to create a classification chart using Lucidchart or MindMeister for the dolphin or bat. Students will need to
submit their classification chart to the teacher through an Assignment dropbox on eCLASS. The teacher will use
the rubric to score the classification chart.

Day 5: Students will complete the brief quiz in Edulastic assigned by the teacher as a culminating activity. The
teacher can use the data from the quiz to review & reteach as needed.

Essential Questions

How can I sort animals into groups?

What technology tool can I use to model how I sort animals into groups?
What questions can I ask to help me sort animals into groups?

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Assessment

Students will have a performance task and quiz at the end of the lessons.

Performance Task: Given an passage about dolphins or bats, students will create a concept map using
MindMeister or Lucidchart to determine the best classification of the animal. Students will need to include questions
to ask and a flow chart in their concept map. See the sample rubric attached to the end of this lesson.

Quiz: Students will complete a short quiz in Edulastic on animal sorting. Some questions are technology-enhanced
and require students to drag & drop choices in a diagram. The quiz can be found at the end of this lesson.

Resources

Technology Requirements:
- Student computer
- Learning Management System (D2L for Woodward Mill)
- Lucidchart and MindMeister website links (loaded into eCLASS/LMS)
- YouTube tutorial videos for Lucidchart and MindMeister (loaded into eCLASS/LMS)
- Edulastic assessment platform

Teacher Resources Needed:

- Animal picture cards
- Sample rubric for animal classification diagram
- Quiz created in Edulastic (paper copy linked)
- Dolphin and bats articles
- Google Form reflection

Instructional Plan and Preparation

Students have previously been learning through direct instruction on how to classify plants and animals. Students
have practiced completing a blank classification chart as a class and in small groups prior to these tasks. It is
assumed that students have the appropriate level of knowledge to complete these tasks independent of the teacher.

Students will require guidance and/or instructional videos on Lucidchart and MindMeister, as they have no prior
experience with these digital tools. The teacher will need to provide tutorial YouTube videos and/or direct instruction
on the digital tools. I believe the students will find the YouTube video tutorials easiest to learn from.

In addition to instruction for each digital tool, students may require assistance with downloading their final concept
map for animal classification. Lucidchart and MindMeister free accounts don’t allow for a digital download of the
image. Students will need to take a screenshot of their image to submit in the discussion board and assignment
dropbox. The district has provided instructional videos for students on how to do this with their Chromebook.

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Management

For Days 1-2, students will work in small groups set up around the room. Students can choose to use the floor or
push desks together. The teacher will float between groups to ensure on task behavior and answer any questions the
students may have. The teacher can monitor the discussion board and approve posts before they are visible to the
entire class.

For Day 3, students will work individually at their desks to reply appropriately to discussion posts. Again, the teacher
is able to monitor the discussion board and replies. The teacher can pull students to a teacher table who may need
additional guidance or assistance when replying to their peers. This could include providing sentence stems to
students, assistance with understanding the rubric, or small group discussion before typing responses.

For Day 4, students will work individually to read an article about dolphins or bats and create the animal classification
concept map in Lucidchart or MindMeister. The teacher may need to pull a small group of students who are lower
level readers or ELL to read the article together aloud and discuss before completing the independent work. The
teacher may need to provide assistance with Lucidchart or MindMeister, depending on the students’ abilities within
the program.

For Day 5, all students are familiar with the Edulastic platform. It has been used district-wide for benchmark
assessments and for teacher created assessments. The teacher is able to monitor student responses and response
times through the Live Class Board while students are actively testing. The students are also restricted to full-screen
mode when testing to prevent cheating. I don’t anticipate any issues. If issues do arise, teachers can locate help
guides provided by the county in the Teacher Accountability and Assessment Resource Center (TAARC).

Instructional Strategies and Learning Activities

Throughout this lesson, students will move through various stages of Bloom’s Taxonomy. Students will begin by
simply recalling their prior knowledge of animal classification from previous lessons. Students will need to understand
and apply their knowledge to determine the correct classification for various animals during Day 1 and 2. During
Days 2 and 4, students will be creating their own animal classification concept map.

The learning environment will be set up in such a way to encourage conversation during group work on Days 1 and
2. On Days 3-4, the learning environment will allow for independent work in a quiet setting. The teacher will provide
small group instruction as needed away from those working independently.

Technology will be needed throughout the week to support the activities- concept maps online, discussion boards,
assignment dropbox, and an online quiz.

Differentiation

Throughout the week, the teacher has the autonomy to pull small groups of students to support ELL or Special
Education needs. During the week, students will have the opportunity to work in groups strategically determined by
the teacher and independently. The teacher will support group work by visiting each group and contributing
answers to the group’s questions.

Students who require assistive technology of any kind regularly use the technology and should not require any
additional guidance.

An extension opportunity can be provided to create an animal classification chart for BOTH dolphins and bats,
instead of choosing only one to complete.

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Reflection

At the conclusion of the week, the teacher will know whether students understood the content through the
Edulastic quiz and animal classification concept maps that they created in groups and individually.

An anonymous Google Form will be shared with students to complete if they would like at the conclusion of the
week. The form will allow students to rate different activities during the week and provide feedback to the teacher
on what went well and ways the activities could be improved. Keeping the form anonymous lets students be honest
without fear of repercussion.

If time allows, the teacher can also spend time with the class reviewing any questions from the Edulastic quiz that
seem to have confused multiple students. Students can share their thinking and provide insight to the teacher on
how to adjust the questions in the future.

Closure

This is lesson was designed to prepare students for the expectations required on the Georgia Milestones
Assessment for 5th graders in Science. The Edulastic platform allows for students to experience many of the
technology-enhanced type questions they will see on the Milestones Assessment.

Some advice I would give to others who may wish to implement this lesson is to be strategic in your small groups
for Days 1 & 2. The groups should be well thought out so that there can be as much voice equity within the group
as possible. Students who are strong speakers who tend to dominate the conversation will need practice and
guidance on how to share the space with others. Grouping students of varying skill level will come in handy when
the groups complete the concept maps using Lucidchart or MindMeister.

Teachers will need to draw on their knowledge of the students and their abilities to best serve everyone. Some
students may need time to talk it out before typing a discussion post; others may need sentence stems to support
their thinking; and yet others may need enrichment and extension activities. You must know your students well!

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